Abigail Andres

12/12/13
ITE 314
Writing lesson reflection

Writing Lesson Plan: My favorite thing
Name: Abigail Andres Grade: Preschool [3 yr. old]
Date: 11/20/13 Content Area: Writing, Reading
Duration:
A span of 3 days
Materials needed:
Book: My Favorite Things by Rodgers and Hammerstein
Crayons and markers for students to draw with
Paper for students to draw on
Picture cards (optional)
iPad
Guiding Questions:
What is your favorite thing?
Why is it your favorite thing?
How does your favorite thing make you feel?
Enduring understanding:
Our favorite things have special meanings.
Purpose of lesson
The purpose of this lesson is to introduce students to the writing process by putting
their ideas down on paper.
What component/s will be the lesson focus?
The use of oral and print language to
present information
Strategy or skill emphasis
Connecting oral and print language
Language modalities to be used in this lesson:
Listening
Speaking
Drawing

Andres, pg. 2

Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.
Remembering
Applying
Student Engagement Techniques and
Grouping
ACEI 3.4-Active Engagement in Learning
Individual
Small group
Large group
DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.
Identify type of learner
(ELL, SPED, Accelerated Learners,
Striving learners, 504 students, reading)
List type of differentiation
(learning environment, content,
process, product, performance task)
Instructional approach
(Write the instructional
approach/accommodations that will be
used for these learners)
SPED/ELL Process
Learning Environment
Product
Work with students
more closely by
providing different
pictures of things that
children may like
Have students point to
the picture that they like
Insert picture of what
the student chose in the
class book
Accelerate Learners Process With the drawing, have
students write down
their favorite thing


1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs
I can identify the people/things in my drawing
(LA.36.r): Recognize and label people, objects, and animals in pictures

I can say simple sentences
(LA.36.y): Use three-to-four-word sentences (may omit some words)

I can draw simple pictures

Andres, pg. 3

(LA.36.t): Make controlled linear scribbles
1. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include
copies at the end of the document.
Benchmark 1
(emerging)
2
(transitioning)
3
(achieving)
I can identify the
people/things in my
drawing
(LA.36.r): Recognize and
label people, objects,
and animals in pictures
I cannot identify
the people/things
that are in my
drawing.
I can identify some
of the people/things
that are in my
drawing.
I can identify all
people/things
that are in my
drawing by
myself.
I can say simple
sentences
(LA.36.y): Use three-to-
four-word sentences
(may omit some words)
I cannot say simple
sentences to
explain my
drawing.
I can say simple
sentences to explain
my drawing with
help from my
teacher.
I can say simple
sentences to
explain my
drawing by
myself.
I can draw simple
pictures
(LA.36.t): Make
controlled linear
scribbles
I cannot draw
simple pictures.
I can draw simple
pictures with help
from my teacher.
I can draw simple
pictures by
myself.

Andres, pg. 4


2. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning
(List how you plan to build background knowledge and the sequence of teaching students how to
apply the writing process.)
Part 1: Prewriting/Brainstorming

1. Introduction (5 minutes)
a) Gather students around the carpet
b) Tell students, I am going to read a book about two kids who tell us what their favorite
things are. While I am reading I want you to think about what your favorite thing is.
a. Before I read the book, I will give you ten seconds to move to where you can
see the book. After I finish counting to ten, you cant move to another spot.
b. Put on your listening ears.

2. Building background (10 minutes)
a) Read My Favorite Things book to the students. Tell the students who the author is and
that they are the ones who write the book. Tell them who the illustrator is and they are
the ones who draw the pictures.
b) Ask the students questions while reading the book
a. Why do you think the children like ________?
b. How do the children feel when they have their favorite thing?
c) Recall with students what were the favorite things of the children in the story
d) Brainstorm with the students about what their favorite thing is
a. Record their answers on an iPad.
e) Tell students, Tomorrow during indoor play, we will be drawing our favorite things. After
we have all our drawings we are going to have our own Anuenue classs favorite things
book.

Andres, pg. 5

Part 2: Drafting/Publishing (30-60 minutes)
1. Introduction/Building background/Work Time (30-50minutes)
a) Explain as students come to the activity center that they will be drawing their favorite
thing just like the children in the book that we read yesterday.
b) Instruct students to sit in one of the available chairs in the circle table.
c) Give them a piece of paper and have them share the crayons/markers.
d) Play recording of what students said their favorite thing is.
e) Provide the book for students to look at for examples of favorite things.
f) Provide pictures of other things that the students might like to help them think of their
favorite thing to draw.
g) Ask students questions about their drawing
a. What did you draw/What are you drawing?
b. How does that look like?
c. Why is that your favorite thing?
d. How does it make you feel?
h) Record students answers on a notebook

2. Closure: (10 minutes)
a) Collect students drawings.
b) Provide an opportunity for students to share their drawings.
c) Type out students answers to the questions about their drawing.
d) Attach description of drawing to the students drawing.
e) Compile all the drawings to make a book.
Part 3: Presentation (10 minutes)
a) Gather students around the carpet
a. Sit in a circle. Criss cross apple sauce
Tell students, Remember how we talked about our favorite things and then
drew pictures of our favorite things? I put all our drawings together and made it
into a book.
b) Read and show to the students what each student drew and their description of
their favorite thing.
a. Invite students to talk about their picture.
c) Share with students that the book will be placed in a special place and they are
welcome to read and look at it during free time.






Andres, pg. 6

Self-Reflection

1. Pedagogy-What happened during my lesson (what did the students and I say and do)?
How effective was your lesson design and teaching for each stage of the writing
process. Describe your accommodations and the implementation for diverse learners.
Make connections to results from your student writing survey. [If you did not
teach/complete each stage, then explain your rationale and write what you would have
done.]

My lesson was a personal drawing picture about their favorite thing. I read to
them My Favorite Things by Rodgers and Hammerstein. The students then had to say
what their favorite thing is and why its their favorite thing. They then had to draw a
picture of their favorite thing and describe what they had on their picture.
In my student writing survey, the students stated that they didnt really like using
crayons to draw with. The students had to draw their pictures using crayons because I wanted
them to like using crayons. The students also said that they like to show their drawings to their
friends and look at their friends drawings. Because they like to show their drawing and see
their friends drawings, I compiled their drawings into a class book so that they can show their
drawing and see other drawings.
One accommodation that I made was for one of my student who is new to the class and
is still developing his oral language skills. In class he doesnt talk much and says the same
words. I found pictures of what the students said their favorite things are during our
brainstorming period and compiled it into one sheet. I then printed the favorite things sheet
and write down what each picture was so there would be writing exposure embedded with the
sheet. I asked the student what his favorite thing is and then help him point to each picture
while telling him what the picture is. As we pointed to each picture and I told him what each
picture was, he repeated what I said. Another accommodation that I did is printing out pictures

Andres, pg. 7

of the most common favorite thing that the students said during brainstorming. When I asked
the student what their favorite thing is and asked them what their favorite thing looks like,
some of them did not know how to draw it. I let the students see the picture and ask them
what they see. They then would draw their drawing using the pictures as a guide.
I wasnt able to complete the publishing part of the lesson. There were only six students
who completed the drawing. The rest of the students did not want to participate in the
drawing part of the lesson. I compiled the drawings of the six students and made it into a book
along with a blank page for each student who did not do a drawing.
2. Assessment- How effective was my assessment plan (e.g., rubric, formative assessment,
monitoring, summative) for obtaining information about my students learning? What
would you have done differently?

My assessment was partly effective only for the drafting/publishing part of the lesson.
The standards that I used in my lesson only focused on the drafting/publishing part of
the lesson because it is about the drawings of the student and their explanation of their
drawing. It isnt fully effective because most of the students did not do a drawing of
their favorite thing and they didnt have to because in this preschool setting the
students dont have to do an activity if they dont want to. I could have added a section
on my assessment table about participation then at least I would have something to
write down on the assessment table. I should have also added standards for the other
parts of the lesson because all the students participated in the prewriting/brainstorming
part of the lesson but because I dont have a standard for that segment I dont have
anything to assess them by. I had a standard that said that students can say simple

Andres, pg. 8

sentences which would be good for the prewriting/brainstorming part of the lesson but
it was specific for explaining their drawing.
3. Data Collection- How did I do in meeting the desired results (e.g., purpose, broad
understanding, benchmarks) for this lesson? What are my next steps to improve students
learning? Describe results for each benchmark that was used to assess students work.
You may add a graph to explain benchmark results. Complete your assessment data table
as part of the submission.

I think I did well in regards to the guiding questions. During the
prewriting/brainstorming stage, I asked the students what their favorite thing is, why it
is their favorite thing, and how it makes them feel. They were able to answer the
questions. Through the book and their answers, I feel that they are developing their
understanding that their favorite things have special meanings. However, I was not
successful in the purpose of the lesson which is to introduce students to the writing
process by putting their ideas down on paper. The students in this preschool setting
have a choice of what activities they want to participate in which resulted in most of the
students not putting their idea of their favorite thing in paper through a drawing. In
order for the students to improve their learning I need to find a way that makes all the
children want to do the drawing. It is hard to get them to put their ideas down on paper
and teach them about writing if they dont have to do the activity.
4. Content knowledge-Explain your understanding of teaching the function (e.g., compare
and contrast, personal narrative, argumentative, opinion) and form (e.g., poem, letter,
essay) of this lesson. What areas for development in teaching writing to early
childhood/elementary students that you would like to work on and/or explore more
information? Use student evidence and professional references to support your answers.


Andres, pg. 9

The function that I taught was a personal narrative. My understanding of writing has
greatly grown because I can now see that writing in a preschool setting is possible. At
first I was confused as to what form of writing this would be and how it could even have
a form. I thought that a personal narrative had to be in written form and have a lot of
language in it. I learned that a preschoolers language is through their drawings. The
drawing that they did depicted their favorite thing. They had to draw their favorite
thing and tell me why it was their favorite, how it makes them feel and what do they do
with their favorite thing. This counts as a personal narrative for them because since it is
their favorite thing they have a connection to it and some might had experience with
their favorite thing in the past.
I would like to work on their oral communication skills. Before drawing their
favorite thing the students were able to tell me about their favorite thing and use
sentences to explain things such as why they like that thing, how it looked like and how
it makes them feel. However, after they finished their drawing and I asked them what
they drew they told me what the general idea of their drawing but could not label their
pictures of what was in their drawing. By making the connections from their drawing to
oral language, they would be able to convey their meanings of their drawings to others
more easily.





Andres, pg. 10

Assessment Data Table:
HELDS (LA.36.r):
Recognize and label
people, objects, and
animals in pictures

(LA.36.y): Use three-to-
four-word sentences
(may omit some words)
(LA.36.t): Make
controlled linear
scribbles
Students name:
Absent
Did not participate
Did not participate
Did not participate
Absent
Did not participate
3 2 3
Did not participate
Did not participate
2 3 2
Did not participate
Did not participate
Did not participate
3 2 3
2 3 2
3 2 3
Did not participate
2 3 2
1 3 3

Andres, pg. 11

Student Sample A
Date: November 21, 2013
Rating:
1. Rating: Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the
writing process. Include copies at the end of the document.
Benchmark 1
(emerging)
2
(transitioning)
3
(achieving)
I can identify the
people/things in my
drawing
(LA.36.r): Recognize
and label people,
objects, and animals
in pictures
I cannot identify
the
people/things
that are in my
drawing.
I can identify some
of the
people/things that
are in my drawing.
I can identify all
people/things that
are in my drawing by
myself.
I can say simple
sentences
(LA.36.y): Use three-
to-four-word
sentences (may omit
some words)
I cannot say
simple
sentences to
explain my
drawing.
I can say simple
sentences to
explain my
drawing with help
from my teacher.
I can say simple
sentences to explain
my drawing by
myself.
I can draw simple
pictures
(LA.36.t): Make
controlled linear
scribbles
I cannot draw
simple pictures.
I can draw simple
pictures with help
from my teacher.
I can draw simple
pictures by myself.





Andres, pg. 12

Commentary
The student learned that it is different expressing their thoughts in oral form and written form.
He could easily explain what his favorite thing is and why it is his favorite. However, once he started
drawing he didnt know what to draw or how to draw his favorite thing. At one point he just started
scribbling all over his paper with different colors. I asked him what he is doing and he replied that he
was just making lines with the crayon. He could tell me what he wanted his picture to be but he
couldnt get it down on paper. I told him that it didnt have to be perfect and it could make his own
representation of what he wanted to draw.
The ongoing goals for this student are:
Work on getting his ideas down on paper
Creating own representations of objects
Practice making controlled scribbles


picture of student A drawing.


Andres, pg. 13

Student Sample B
Date: November 21, 2013
Rating:
1. Rating: Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the
writing process. Include copies at the end of the document.
Benchmark 1
(emerging)
2
(transitioning)
3
(achieving)
I can identify the
people/things in my
drawing
(LA.36.r): Recognize
and label people,
objects, and animals
in pictures
I cannot identify
the
people/things
that are in my
drawing.
I can identify some
of the
people/things that
are in my drawing.
I can identify all
people/things that
are in my drawing by
myself.
I can say simple
sentences
(LA.36.y): Use three-
to-four-word
sentences (may omit
some words)
I cannot say
simple
sentences to
explain my
drawing.
I can say simple
sentences to
explain my
drawing with help
from my teacher.
I can say simple
sentences to explain
my drawing by
myself.
I can draw simple
pictures
(LA.36.t): Make
controlled linear
scribbles
I cannot draw
simple pictures.
I can draw simple
pictures with help
from my teacher.
I can draw simple
pictures by myself.





Andres, pg. 14

Commentary
Student B is developing the use of her drawing as a means of writing and showing her voice.
After drawing, I would ask her what she drew and point to different parts of the drawing. She could not
tell me what it was. I asked her what her favorite thing is and she said dragonflies. I then re-asked her
what her drawing is and she said, I dont know. She can tell me all bout dragonflies which helps her
learn how to describe things.
The ongoing goals for this student are:
Connect her drawings with her ideas
Developing stronger vocabulary to further express her ideas



Picture of Student B drawing








Andres, pg. 15

Student Sample C
Date: November 21, 2013
Rating:
1. Rating: Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to
guide and assess student learning, including criteria). Write the teacher assessment tool for each stage of the
writing process. Include copies at the end of the document.
Benchmark 1
(emerging)
2
(transitioning)
3
(achieving)
I can identify the
people/things in my
drawing
(LA.36.r): Recognize
and label people,
objects, and animals
in pictures
I cannot identify
the
people/things
that are in my
drawing.
I can identify some
of the
people/things that
are in my drawing.
I can identify all
people/things that
are in my drawing by
myself.
I can say simple
sentences
(LA.36.y): Use three-
to-four-word
sentences (may omit
some words)
I cannot say
simple
sentences to
explain my
drawing.
I can say simple
sentences to
explain my
drawing with help
from my teacher.
I can say simple
sentences to explain
my drawing by
myself.
I can draw simple
pictures
(LA.36.t): Make
controlled linear
scribbles
I cannot draw
simple pictures.
I can draw simple
pictures with help
from my teacher.
I can draw simple
pictures by myself.





Andres, pg. 16

Commentary
Student C is one of the GT students in the class. He learned how to bring his oral expressions
into his drawing. After discussing what his favorite thing is and what it means to him he knew what to
draw right away. He could tell me what he drew and why he drew things that way. His picture shows a
clear representation of his favorite thing. He learned how to put his thoughts into words.
The ongoing goals for this student are:
Begin practicing writing letters on paper
Describe drawing in more detail
Use of different colors to bring life into drawing



Picture of Student C drawing











Andres, pg. 17


Favorite things brainstorm sheet